Introduction
This paper is focused on the subject of early childhood, particularly, the first 12 to 36 months as it is an extremely important period in terms of a kid’s initial development. At his age children stop relying exclusively on their inborn reflexes and start building upon coordination, problem-solving skills, and overall self-awareness. In turn, it is paramount to observe and guide toddlers through their development stage with the help of various educational techniques, exercises, and toys. The presentation will review a developmental toy targeted at toddlers aged 1-3 and consider it in terms of Piaget’s theory as well as the assistance to kids’ physical, cognitive, and psychosocial development.
Toy Review
Concerning the model of the toy, the choice fell on a kit of building blocks. Mega Bloks set includes 80 pieces of plastic molds that can be categorized as bricks, slopes, and plates of varying colors, shapes, and the number of studs (Amazon.com, 2012).
The set has been awarded the number one preschool construction toy in the U.S. and is provided with a storage bag and a set of instructions with building suggestions. The manufacturer-recommended age span includes toddlers aged 1-3, however, can still be used by children up to five years old.
Physical Development
As far as the toy’s ability to assist toddlers in the development of physical functions is concerned, the kit is advertised to help improve kids’ fine motor skills. Marcinowski et al. (2019) state that the construction ability in toddlers has a direct correlation with their physical development. Whereas children of pre-toddler age can barely put together two building blocks, upon reaching one year of age three-quarters of toddlers move to build two-store towers, with the number of stores increasing with each subsequent month.
The research confirms the relationship between “…improvement in construction skills and general improvement in motor skills” given the bidirectional relationship between postural control and fine manual control” (Marcinowski et al., 2019, p. 15). Furthermore, the authors emphasize the importance of reaching kinematic function in the process of toddlers’ physical development through construction activities. An example is given in support of this theory – toddlers who achieve higher levels of building skills tend to be more focused on and precise with their arm movements when placing blocks on top of each other. Ultimately, the toy allows toddlers to improve their physical functions and fine motor skills by practicing postural control, fine manual control and reaching kinematic.
Cognitive Development
Concerning the toy’s ability to assist toddlers in the development of cognitive functions, the toy is marketed to improve children’s creativity and imagination. Indeed, Marcinowski et al. (2019) argue that, apart from influencing fine motor functions, the construction ability in toddlers is interconnected with various cognitive skills. In particular, the process of building structures is regarded to help kids navigate through different relationships between objects and other objects and surfaces. Moreover, the construction of basic and progressively more complex structures using different building methods and strategies can have a positive impact on kids’ error correction strategies and perception of hierarchical structures.
The authors also mention several researchers considering the relationship between construction and perception and language skills, although more research is expected to be done on the matter before drawing any concrete conclusions. Hence, the toy is capable of improving toddlers’ cognitive functions through the practice of critical and strategic thinking as well as having a positive effect on kids’ language and perception skills.
Psychosocial Development
Lastly, the toy’s ability to assist toddlers in the development of psychosocial functions is not included in the Mega Bloks advertisement. Consequently, the extensive research of Marcinowski et al. (2019) on the relationship between toddlers’ development and construction skills does not mention a direct correlation to psychosocial development as well. However, the authors briefly go through a case of toddlers preferring particular building actions and techniques over others which may be linked to them mirroring the construction actions of their parents.
Furthermore, it is reasonable to assume that if the set of building blocks is shared among two or more toddlers, there is a high chance that they will interact and cooperate in the construction process. As a result, the toddlers will be able to practice group work and social interactions as well as improve overall socialization skills. Therefore, although the toy may be less potent in assisting toddlers’ development of psychosocial functions as compared to physical and cognitive functions, there is still some positive effect on social skills to be gained if played with caregivers or other toddlers.
Conclusion
In conclusion, the toy’s development qualities will be juxtaposed against Piaget’s theory of cognitive development. Specifically, the selected age gap falls into two last substages of the theory encompassing tertiary circular reactions and mental combinations. Toddlers aged 18-24 months start exhibiting deferred imitation by repeating actions after observing people and themselves which correlates with the toy’s ability to stimulate kids to employ various building techniques and actions (Babakr, 2019).
Moreover, the age gap between 2 and 7 years old is considered a preoperational stage when the “infant’s symbolic ability develops such us using images and words as symbols to understand the physical world” (Babakr, 2019, p. 518). In turn, this correlates with the toy’s ability to encourage kids to use abstract and critical thinking while improving their creativity and imagination. Finally, the toy is also able to help toddlers develop psychosocial functions by practicing social skills when playing and building in groups with other kids.
References
Babakr, Z. H., Mohamedamin, P. and Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524.
Marcinowski, E. C., Nelson, E., Campbell, J. M. and Michel, G. F. (2019). The Development of Object Construction from Infancy through Toddlerhood. Infancy, 24(3), 368–391.
Mega Bloks First Builders Big Building Bag with Big Building Blocks, Building Toys for Toddlers (80 Pieces) – Blue Bag 3-5 years. (2012). Amazon.com.